Authentic assessment of teaching in context |
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| Institution: | 1. Stanford University School of Education, CERAS 402, 520 Galvez Mall, Stanford, CA 94305, USA;2. University of California, Santa Barbara, Santa Barbara, CA, USA;1. Washington State University, United States;2. Oregon Department of Education, United States;1. Department of Population Health Sciences, Faculty of Veterinary Medicine, Utrecht University, Utrecht, the Netherlands;2. Educational Consultancy and Professional Development, Faculty of Social and Behavioural Sciences, Utrecht University, Utrecht, the Netherlands;3. Centre for Education and Department of Education, University Medical Centre Utrecht and Utrecht University, the Netherlands;4. Department of Educational Development and Research, Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, the Netherlands;1. Mathematics & Science Education, Marmara University, Istanbul, Turkey;2. Mathematics & Science Education Department, Illinois Institute of Technology, Chicago, IL, USA |
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| Abstract: | The demands of teaching more challenging content to more diverse learners suggest a need for teacher education that enables teachers to become more sophisticated in their understanding of the effects of context and learner variability on teaching and learning. Instead of implementing set routines, teachers need to become ever more skillful in their ability to evaluate teaching situations and develop teaching responses that can be effective under different circumstances. This article examines how a growing number of teacher education programs are using authentic assessments of teaching – cases, exhibitions, portfolios, and problem-based inquiries (or action research) – as tools to support teacher learning for these new challenges of practice. Using specific teacher education programs as examples, the article examines how and why these strategies appear to provide support for teacher learning and avenues for more valid assessment of teaching. The authors also discuss circumstances in which these strategies may be less effective and suggest features of the assessments and programmatic contexts that are associated with more and less successful use. |
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